Center for Language Education and Research > Resources > Newsletter > Archived Issues > Diagnostic Assessment in Language Teaching and Learning

Diagnostic Assessment in Language Teaching and Learning

The following is an excerpt from this issue of the CLEAR newsletter.  Please click the link below to read the full article.

Language teachers have perhaps always known that diagnosing their students’ strengths and weaknesses early on in a foreign language course would, in principle, greatly facilitate their efforts to tailor instruction to the needs of particular students, or at least help them plan class activities appropriate for the general skill levels of the class as a whole. This, of course, is one of those many pedagogical insights that is much easier to talk about than act upon. Many of us forego diagnostics altogether and simply start teaching our class with Chapter 1 of whatever textbook we happen to be using, or perhaps by conducting some activity that has worked well for us in the past—all the while thinking that we’ll get to know the students pretty well in time.

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